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Fcs Lesson 32 Beef Basics
Fcs Lesson 32 Beef Basics
Body of Lesson:
FCS Lesson
Students will “master” their assigned cooking methods, focusing on either
dry heat or moist heat methods and will “jigsaw” (visit www.jigsaw.org
for details on this technique) with their classmates to learn the main beef
cooking methods. Give students 3-5 minutes to learn about their assigned
methods and 3-5 minutes to “jigsaw” with the other groups. Students fo-
cusing on dry heat methods will use pages 15-16 in their Basics About Beef
Beef Basics
book and moist heat methods will refer to page 17 in the book. (If there
are not enough students to make the jigsaw method work properly, group
students into four different groups — two groups will focus on dry heat
cooking methods while the other two groups will focus on moist heat cook-
ing methods. One person from each dry heat group will trade places with For additional FREE
one person from each moist heat group to complete a mini “jigsaw”.) Lesson Developed by Megan (Aden) Ferguson lesson plans go to…
Family & Consumer Science Teacher eNasco.com/fcs
Practice: Courtesy of Iowa & Wisconsin Beef Councils
• Give students the Beef Cooking Methods handout and the Beef Cooking
Methods worksheet to study and complete. MEAT DEPARTMENT
• Using the Beef Cuts chart from the Basics About Beef book, have stu-
dents list one to two cuts of meat each cooking method would be appro- WEIGHT PAY PRICE
priate for. The chart has a helpful key to help students match cooking methods with beef cuts. Lb. Net Per Lb.
• Show students the Interactive Butcher Counter (go to www.beefitswhatsfordinner.com/butcher-
counter.aspx). This is a valuable resource showing you nutrition information, appropriate cooking 0.00 $0.00 $0.00
methods, and recipes for a specific cut of meat. BEEF ROUND TOP ROUND STEAK
Closure: Grade Level: Middle School
Hand out an index card to each student. Give them a few minutes to develop and write a question
they still have from the lesson or a question that would make a good quiz question. If they develop
their own quiz question, make sure they provide an answer (e.g., Question – What cooking methods
are most appropriate for cuts coming from the sirloin? Answer – Grilling or other dry heat methods
Overview:
In this lesson, students will learn how to read a meat label to determine what type and where on the animal the meat is
because it is a suspension muscle). Students can use the Beef Cuts chart or Beef Cooking Methods coming from. Students will learn about the primal cuts of beef and if they are locomotion or suspension muscles.
Worksheet for help. After students have written a question, randomly select a few to read to the
class. If it is a “quiz question,” have the students answer it (make sure the student-provided answer
is correct). If it is a question a student still has about the lesson, try to answer it. If you do not know National FCS Standards:
the answer right away, put the question aside and find the answer before the next time you meet 3.5 Demonstrate skills needed for product development, testing, and presentation.
with the class. Go through as many questions as you can before class is dismissed. 3.5.3 Analyze features, prices, product information, styles, and performance of consumer goods for potential trade-offs among
the components.
3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods.
Cooperative Learning:
• Positive Interdependence —
* Resource: In the jigsaw, students must pay attention to their peers to receive the information about the cooking method their Career Clusters & Pathways:
peers “mastered”. • Hospitality & Tourism (Restaurant & Food/Beverage Services Pathway)
* Sequence: Before students can complete their worksheet, they must receive knowledge of the other cooking method from their • Agriculture, Food, and Natural Resources (Food Products and Processing Systems Pathway)
peers in a jigsaw.
• Individual Accountability — Each jigsaw member is responsible to know the cooking methods well enough to “teach” them to the
other group. Objectives:
• Face-to-Face Interaction — Students use face-to-face interaction during the lesson by working in two different groups together to Students will…
learn about the cooking methods. • Read a meat label to help choose appropriate beef cuts for a certain recipe or dish.
• Social Skills — Summarizing main points, following directions, staying on task, and actively listening are just some of the social • Identify the primal beef cuts and the relative tenderness of each.
skills students will be using in the lesson. • Differentiate between locomotion and suspension muscles.
• Group Processing — This will occur when students complete the cooking methods worksheet to make sure they processed and
understood the different cooking methods.
Materials List:
• Examples of Meat Labels Handout (go to eNasco.com/page/lesson32 to download and print enough copies for each student or
Addressing the Diverse Learner: pair of students)
Students will have the opportunity to interact with the lesson, write information down they have retained, work in small groups, and • Basics About Beef Book — centerfold Beef Cuts chart (go to eNasco.com/page/lesson32 to download and print)
discuss the lesson. This caters to a variety of learning styles: linguistic, spatial, bodily-kinesthetic, and interpersonal. • Beef Basics Handout (go to eNasco.com/page/lesson32 to download and print)
The beef council offers additional education materials at www.beeflessons.com • Beef Primal Cuts Worksheet (go to eNasco.com/page/lesson32 to download and print)
FCS Lesson
Beef Cooking Methods
Lesson Developed by Megan (Aden) Ferguson , Family & Consumer Science Teacher
Courtesy of Iowa & Wisconsin Beef Councils
Anticipatory Set: Grade Level: High School
• Show students a picture/poster of a beef carcass (use Beef Cuts chart; go to eNasco.
com/page/lesson32 to download and print)
Ask: Do you know what this is a picture of? (beef or beef carcass)
• Tell students to write down their favorite cut of beef or beef recipe. Ask volunteers to
Overview:
In this lesson, students will learn the difference between suspension and locomotion
tell what they have written down. muscles on the beef carcass. They will be able to differentiate between moist and dry
Ask: Do you know which part of the animal it comes from? heat methods from participating in the jigsaw cooperative learning strategy. Lastly, stu-
dents will come to understand which cooking methods should be used for different types
of muscles.
Body of Lesson:
How many students have ever purchased uncooked beef at the grocery store before?
Have they ever gone with their parents and watched them purchase beef? Beef is cat- National FCS Standards:
egorized in a systematic way. (Hand out examples of beef labels to students or small 8.5 Demonstrate professional food preparation methods and techniques for all menu cat-
groups of students; go to eNasco.com/page/lesson32 to download and print.) egories to produce a variety of food products that meet customer needs.
1. The kind of meat is listed first on the label (also on page 10 of Basics About Beef; 8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting,
go to eNasco.com/page/lesson32 to download and print) broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching,
a. Have students underline the type of meat they are purchasing — beef steaming, and baking using professional equipment and current technologies.
2. The second name tells where the meat comes from on the animal
a. Called “primal” or wholesale cut
b. Have students put an “X” under the primal cut name — chuck, rib, loin, etc.
Career Clusters & Pathways:
• Hospitality & Tourism (Restaurant & Food/Beverage Services Pathway) Agriculture,
3. The third name tells you what part of the primal cut the meat comes from Food, and Natural Resources (Food Products and Processing Systems Pathway)
a. Called retail cut name (retail refers to the meat case at supermarkets)
b. Have students circle this name
• Notice beef tenderloin steak: tenderloin is a cut taken from the sirloin and loin area. Primals can have more specific names/ Objectives:
locations than what is covered here. Students will…
• Other information found on the package: price per pound, number of pounds in the package, and the total price of the cut • Differentiate between suspension and locomotion muscles on the beef carcass.
• Categorize moist and dry heat methods — roast, broil, grill, pan-broil, pan-fry (stir-fry), braise, and cook in liquid.
Give each student, or each pair of students, the Beef Basics handout and Beef Primal Cuts worksheet for them to fill in as they • Understand what muscle groups should use what cookery methods.
learn each primal (go to eNasco.com/page/lesson32 to download and print). The teacher should guide the students through the
beef basics handout and the students should complete the beef primal cuts worksheet as each area is explained.
Materials List:
• Basics About Beef Book (go to eNasco.com/page/lesson32 to download and print)
Practice: • Beef Cooking Methods Worksheet/Answer Key (go to eNasco.com/page/lesson32 to download and print)
Have students flip over their meat labels. On the back of their meat labels, have students indicate whether the muscle they • Beef Cooking Methods Handout (go to eNasco.com/page/lesson32 to download and print)
are purchasing is a suspension or locomotion muscle. With a partner, have students discuss their cut of beef and what type of • Note Cards — one for each student
muscle it is — partners should check their peers’ muscle type to make sure they correctly categorized their cut of meat. • Interactive Meat Case Website (go to www.beefitswhatsfordinner.com/butchercounter.aspx) For additional
FREE lesson plans go to…
eNasco.com/fcs
Closure: Anticipatory Set:
The last few minutes of class, have students create a “3-2-1.” Students will get out a blank sheet of paper and write down three • Ask students to think of all the ways beef can be prepared. Write them on the board.
important ideas from the day’s lesson or related material, two questions they have about the day’s lesson or a related topic, and • Does it matter what preparation method is used for the cut of beef you are cooking? (Yes, it does!)
one main theme/idea they will keep from the day’s lesson. • Does anyone know what factors determine which cooking method to use? (Where the cut is located on the beef animal, how ten-
der the cut is, or how much connective tissue the muscle contains are ideal answers.)
• Hand out Basics About Beef books. Have students open up to the centerfold Beef Cuts chart. Have students locate the beef car-
Interactive Strategies: cass at the top of the page. Point out the loin, sirloin, and rib areas and explain they are suspension muscles. They are used to
• The “3-2-1” activity is an interactive strategy to close the lesson and have students reflect on what they have learned that day. support the beef animal and, because the suspension muscles are rarely used for movement, they are tender.
• Students marking symbols on their meat labels when discussing the various parts is another interactive strategy used. This • The chuck, brisket, shank, plate, flank, and round are all locomotion muscles and are used for movement of the animal. Since
helps them to visually see which part is being described throughout the lesson. these muscles are used frequently, they contain a lot of connective tissue and are not very tender. The differences in tenderness
• The Beef Primal Cuts worksheet (go to eNasco.com/page/lesson32 to download and print) is a visual way students can follow between suspension and locomotion muscles require different cooking methods to be used for each muscle type.
along with the lesson as each primal cut is discussed. It will be useful when they need to study for the test. • Keep in mind, the farther you get away from the center of the back of the animal, the less tender the cuts become. Key message
to remember — muscles that get little movement are very tender; muscles that are used a lot have more connective tissue, so are
Addressing the Diverse Learner: less tender and require a form of tenderization when cooking them.
• In this lesson, students are going to learn different cooking methods and which muscles groups use each cooking method.
Students will have the opportunity to interact with the lesson, write information down they have retained, and discuss the lesson.
This caters to a variety of learning styles: linguistic, spatial, bodily-kinesthetic, and interpersonal.
FCS Lesson
Beef Cooking Methods
Lesson Developed by Megan (Aden) Ferguson , Family & Consumer Science Teacher
Courtesy of Iowa & Wisconsin Beef Councils
Anticipatory Set: Grade Level: High School
• Show students a picture/poster of a beef carcass (use Beef Cuts chart; go to eNasco.
com/page/lesson32 to download and print)
Ask: Do you know what this is a picture of? (beef or beef carcass)
• Tell students to write down their favorite cut of beef or beef recipe. Ask volunteers to
Overview:
In this lesson, students will learn the difference between suspension and locomotion
tell what they have written down. muscles on the beef carcass. They will be able to differentiate between moist and dry
Ask: Do you know which part of the animal it comes from? heat methods from participating in the jigsaw cooperative learning strategy. Lastly, stu-
dents will come to understand which cooking methods should be used for different types
of muscles.
Body of Lesson:
How many students have ever purchased uncooked beef at the grocery store before?
Have they ever gone with their parents and watched them purchase beef? Beef is cat- National FCS Standards:
egorized in a systematic way. (Hand out examples of beef labels to students or small 8.5 Demonstrate professional food preparation methods and techniques for all menu cat-
groups of students; go to eNasco.com/page/lesson32 to download and print.) egories to produce a variety of food products that meet customer needs.
1. The kind of meat is listed first on the label (also on page 10 of Basics About Beef; 8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting,
go to eNasco.com/page/lesson32 to download and print) broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching,
a. Have students underline the type of meat they are purchasing — beef steaming, and baking using professional equipment and current technologies.
2. The second name tells where the meat comes from on the animal
a. Called “primal” or wholesale cut
b. Have students put an “X” under the primal cut name — chuck, rib, loin, etc.
Career Clusters & Pathways:
• Hospitality & Tourism (Restaurant & Food/Beverage Services Pathway) Agriculture,
3. The third name tells you what part of the primal cut the meat comes from Food, and Natural Resources (Food Products and Processing Systems Pathway)
a. Called retail cut name (retail refers to the meat case at supermarkets)
b. Have students circle this name
• Notice beef tenderloin steak: tenderloin is a cut taken from the sirloin and loin area. Primals can have more specific names/ Objectives:
locations than what is covered here. Students will…
• Other information found on the package: price per pound, number of pounds in the package, and the total price of the cut • Differentiate between suspension and locomotion muscles on the beef carcass.
• Categorize moist and dry heat methods — roast, broil, grill, pan-broil, pan-fry (stir-fry), braise, and cook in liquid.
Give each student, or each pair of students, the Beef Basics handout and Beef Primal Cuts worksheet for them to fill in as they • Understand what muscle groups should use what cookery methods.
learn each primal (go to eNasco.com/page/lesson32 to download and print). The teacher should guide the students through the
beef basics handout and the students should complete the beef primal cuts worksheet as each area is explained.
Materials List:
• Basics About Beef Book (go to eNasco.com/page/lesson32 to download and print)
Practice: • Beef Cooking Methods Worksheet/Answer Key (go to eNasco.com/page/lesson32 to download and print)
Have students flip over their meat labels. On the back of their meat labels, have students indicate whether the muscle they • Beef Cooking Methods Handout (go to eNasco.com/page/lesson32 to download and print)
are purchasing is a suspension or locomotion muscle. With a partner, have students discuss their cut of beef and what type of • Note Cards — one for each student
muscle it is — partners should check their peers’ muscle type to make sure they correctly categorized their cut of meat. • Interactive Meat Case Website (go to www.beefitswhatsfordinner.com/butchercounter.aspx) For additional
FREE lesson plans go to…
eNasco.com/fcs
Closure: Anticipatory Set:
The last few minutes of class, have students create a “3-2-1.” Students will get out a blank sheet of paper and write down three • Ask students to think of all the ways beef can be prepared. Write them on the board.
important ideas from the day’s lesson or related material, two questions they have about the day’s lesson or a related topic, and • Does it matter what preparation method is used for the cut of beef you are cooking? (Yes, it does!)
one main theme/idea they will keep from the day’s lesson. • Does anyone know what factors determine which cooking method to use? (Where the cut is located on the beef animal, how ten-
der the cut is, or how much connective tissue the muscle contains are ideal answers.)
• Hand out Basics About Beef books. Have students open up to the centerfold Beef Cuts chart. Have students locate the beef car-
Interactive Strategies: cass at the top of the page. Point out the loin, sirloin, and rib areas and explain they are suspension muscles. They are used to
• The “3-2-1” activity is an interactive strategy to close the lesson and have students reflect on what they have learned that day. support the beef animal and, because the suspension muscles are rarely used for movement, they are tender.
• Students marking symbols on their meat labels when discussing the various parts is another interactive strategy used. This • The chuck, brisket, shank, plate, flank, and round are all locomotion muscles and are used for movement of the animal. Since
helps them to visually see which part is being described throughout the lesson. these muscles are used frequently, they contain a lot of connective tissue and are not very tender. The differences in tenderness
• The Beef Primal Cuts worksheet (go to eNasco.com/page/lesson32 to download and print) is a visual way students can follow between suspension and locomotion muscles require different cooking methods to be used for each muscle type.
along with the lesson as each primal cut is discussed. It will be useful when they need to study for the test. • Keep in mind, the farther you get away from the center of the back of the animal, the less tender the cuts become. Key message
to remember — muscles that get little movement are very tender; muscles that are used a lot have more connective tissue, so are
Addressing the Diverse Learner: less tender and require a form of tenderization when cooking them.
• In this lesson, students are going to learn different cooking methods and which muscles groups use each cooking method.
Students will have the opportunity to interact with the lesson, write information down they have retained, and discuss the lesson.
This caters to a variety of learning styles: linguistic, spatial, bodily-kinesthetic, and interpersonal.
Body of Lesson:
FCS Lesson
Students will “master” their assigned cooking methods, focusing on either
dry heat or moist heat methods and will “jigsaw” (visit www.jigsaw.org
for details on this technique) with their classmates to learn the main beef
cooking methods. Give students 3-5 minutes to learn about their assigned
methods and 3-5 minutes to “jigsaw” with the other groups. Students fo-
cusing on dry heat methods will use pages 15-16 in their Basics About Beef
Beef Basics
book and moist heat methods will refer to page 17 in the book. (If there
are not enough students to make the jigsaw method work properly, group
students into four different groups — two groups will focus on dry heat
cooking methods while the other two groups will focus on moist heat cook-
ing methods. One person from each dry heat group will trade places with For additional FREE
one person from each moist heat group to complete a mini “jigsaw”.) Lesson Developed by Megan (Aden) Ferguson lesson plans go to…
Family & Consumer Science Teacher eNasco.com/fcs
Practice: Courtesy of Iowa & Wisconsin Beef Councils
• Give students the Beef Cooking Methods handout and the Beef Cooking
Methods worksheet to study and complete. MEAT DEPARTMENT
• Using the Beef Cuts chart from the Basics About Beef book, have stu-
dents list one to two cuts of meat each cooking method would be appro- WEIGHT PAY PRICE
priate for. The chart has a helpful key to help students match cooking methods with beef cuts. Lb. Net Per Lb.
• Show students the Interactive Butcher Counter (go to www.beefitswhatsfordinner.com/butcher-
counter.aspx). This is a valuable resource showing you nutrition information, appropriate cooking 0.00 $0.00 $0.00
methods, and recipes for a specific cut of meat. BEEF ROUND TOP ROUND STEAK
Closure: Grade Level: Middle School
Hand out an index card to each student. Give them a few minutes to develop and write a question
they still have from the lesson or a question that would make a good quiz question. If they develop
their own quiz question, make sure they provide an answer (e.g., Question – What cooking methods
are most appropriate for cuts coming from the sirloin? Answer – Grilling or other dry heat methods
Overview:
In this lesson, students will learn how to read a meat label to determine what type and where on the animal the meat is
because it is a suspension muscle). Students can use the Beef Cuts chart or Beef Cooking Methods coming from. Students will learn about the primal cuts of beef and if they are locomotion or suspension muscles.
Worksheet for help. After students have written a question, randomly select a few to read to the
class. If it is a “quiz question,” have the students answer it (make sure the student-provided answer
is correct). If it is a question a student still has about the lesson, try to answer it. If you do not know National FCS Standards:
the answer right away, put the question aside and find the answer before the next time you meet 3.5 Demonstrate skills needed for product development, testing, and presentation.
with the class. Go through as many questions as you can before class is dismissed. 3.5.3 Analyze features, prices, product information, styles, and performance of consumer goods for potential trade-offs among
the components.
3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods.
Cooperative Learning:
• Positive Interdependence —
* Resource: In the jigsaw, students must pay attention to their peers to receive the information about the cooking method their Career Clusters & Pathways:
peers “mastered”. • Hospitality & Tourism (Restaurant & Food/Beverage Services Pathway)
* Sequence: Before students can complete their worksheet, they must receive knowledge of the other cooking method from their • Agriculture, Food, and Natural Resources (Food Products and Processing Systems Pathway)
peers in a jigsaw.
• Individual Accountability — Each jigsaw member is responsible to know the cooking methods well enough to “teach” them to the
other group. Objectives:
• Face-to-Face Interaction — Students use face-to-face interaction during the lesson by working in two different groups together to Students will…
learn about the cooking methods. • Read a meat label to help choose appropriate beef cuts for a certain recipe or dish.
• Social Skills — Summarizing main points, following directions, staying on task, and actively listening are just some of the social • Identify the primal beef cuts and the relative tenderness of each.
skills students will be using in the lesson. • Differentiate between locomotion and suspension muscles.
• Group Processing — This will occur when students complete the cooking methods worksheet to make sure they processed and
understood the different cooking methods.
Materials List:
• Examples of Meat Labels Handout (go to eNasco.com/page/lesson32 to download and print enough copies for each student or
Addressing the Diverse Learner: pair of students)
Students will have the opportunity to interact with the lesson, write information down they have retained, work in small groups, and • Basics About Beef Book — centerfold Beef Cuts chart (go to eNasco.com/page/lesson32 to download and print)
discuss the lesson. This caters to a variety of learning styles: linguistic, spatial, bodily-kinesthetic, and interpersonal. • Beef Basics Handout (go to eNasco.com/page/lesson32 to download and print)
The beef council offers additional education materials at www.beeflessons.com • Beef Primal Cuts Worksheet (go to eNasco.com/page/lesson32 to download and print)
Beef Basics
Primals (second name listed on the label, after the type of meat)
Large Muscle Sections of Meat
• Chuck — shoulder area, known for pot roasts (Letter A on Beef Primal Cuts worksheet)
• Rib — known for rib-eye steaks and prime rib (D)
• Short loin or loin — home of the T-bone steak (F)
• Sirloin — contains tender steaks (G)
• Round — the animal’s back leg (I)
• Foreshank — leg of the animal, one of the least tender cuts (C)
• Brisket — the animal’s chest, large and boneless (B)
• Short plate — below the rib, seldom seen at meat counter; boned for ground beef (E)
• Flank — small, located just below the short loin; each carcass contains just two flank steaks (H)
Keep in mind, the farther you get away from the center of the back of the animal, the less tender the cuts become. Key
message to take away — muscles that get little movement are very tender; muscles that are used a lot have more connective
tissue, so are less tender and require a form of tenderization when cooking them.
Stir-Fry 1. _______________________________
2. _______________________________
Skillet 1. _______________________________
2. _______________________________
Roast 1. _______________________________
2. _______________________________
Skillet-to-Oven 1. _______________________________
2. _______________________________